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A comparison of secondary career/tec...

Thompson, Barbara A.

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A comparison of secondary career/technical education and academic instructional practices: Implications for policy development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of secondary career/technical education and academic instructional practices: Implications for policy development./
作者:	Thompson, Barbara A.
面頁冊數:	199 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0050.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3161601
ISBN:	0496954202

A comparison of secondary career/technical education and academic instructional practices: Implications for policy development.
Thompson, Barbara A.

A comparison of secondary career/technical education and academic instructional practices: Implications for policy development. - 199 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0050.

Thesis (Ed.D.)--The George Washington University, 2005.

This study identified and compared the instructional practices used in high school career/technical education (CTE) and academic classrooms in urban, suburban, and rural school districts in the northern Virginia area.

ISBN: 0496954202Subjects--Topical Terms:

626645
Education, Administration.

A comparison of secondary career/technical education and academic instructional practices: Implications for policy development.
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245 1 2 $a A comparison of secondary career/technical education and academic instructional practices: Implications for policy development.
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500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0050.
500 $a Director: John Battles.
502 $a Thesis (Ed.D.)--The George Washington University, 2005.
520 $a This study identified and compared the instructional practices used in high school career/technical education (CTE) and academic classrooms in urban, suburban, and rural school districts in the northern Virginia area.
520 $a Career/technical education and academic teachers were administered a survey on instructional practices used in their classrooms. The Classroom Instructional Processes Survey (CIPS), developed through the National Center for Education Statistics (NCES), previously used nationally with secondary mathematics teachers, was adapted for use in this study. Group members were selected to include representatives of schools with each delivery model of career and technical education. The survey instrument provided frequency information on: verbally based, application-based, individual, and group instructional activities; lower and higher order cognitive skills assessment strategies; and context factors of school organization, perceived student abilities and interests, and safety concerns. Descriptive statistics were used to identify practices and contexts. Comparisons between CTE and academic classes were made using measures of central tendencies (median) and comparison of frequency percentages.
520 $a The study's results indicated differences in instructional practices between academic and CTE classrooms. Academic teachers reported using more verbally based instructional practices and individual activities. Career/technical teachers reported using more application-based instructional practices. No differences were found in the use of group activities or in the use of lower and higher order cognitive skills in student assessment.
520 $a Differences in contextual factors were found for the range of grade levels in classes, location of classes, integration levels, and facilities/administrative support. Career/technical classes identified having a broader range of grade levels within one classroom, located more frequently in a technical center, used more integrative activities, and identified fewer problems with facilities or administrative support than academic classes. Perceived student abilities and interests were identified as moderately problematic for both academic and CTE classrooms. Safety concerns were not problematic for the vast majority of all classrooms surveyed.
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